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Full-Text Articles in Education
Maths Anxious Pre-Service Teachers' Perspectives Of "Doing" Mathematics In A Whiteboard Room, Sarah Sanders, Wendy S. Nielsen, Carolyn Mcphail, Patricia A. Forrester
Maths Anxious Pre-Service Teachers' Perspectives Of "Doing" Mathematics In A Whiteboard Room, Sarah Sanders, Wendy S. Nielsen, Carolyn Mcphail, Patricia A. Forrester
Faculty of Social Sciences - Papers (Archive)
Mathematics anxiety is common among pre-service primary teachers and many experience higher levels of maths anxiety than other university students. This study asks: What are maths anxious pre-service teachers' perspectives of "doing" mathematics in a whiteboard room? The Abbreviated Mathematics Anxiety Rating Scale (A-MARS) was used to identify high, medium and low levels of maths anxiety in a cohort of first-year pre-service teachers (n=196). Semi-structured interviews (n=6) explored perspectives that were analysed through Vygotsky's sociocultural dimensions of the intrapersonal and the interpersonal, as well as the physical environment of the whiteboard room. Results show that doing maths in a whiteboard …
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Building Conceptual Knowledge Of Fraction Operations Among Pre-Service Teachers: Effect Of A Representation-Based Teaching Approach Within A Teacher Education Program, Elise J. Thurtell, Patricia A. Forrester, Mohan Chinnappan
Faculty of Social Sciences - Papers (Archive)
A deep understanding of fraction concepts and operations is necessary if pre-service teachers (PSTs) are to present the concepts in multiple forms to learners. Such an understanding needs to be grounded in rich conceptual knowledge. In the present study, we explore the development of this understanding by supporting a cohort of 103 PSTs, who had previously demonstrated poor conceptual understanding of fraction concepts and operations, with a Representational Reasoning in Teaching and Learning (RRTL) approach aimed at strengthening their conceptual knowledge. A comparison of pre- and post-test results indicated that participants showed a significant improvement in shifting the balance of …